أهمية التخيل في تحسين أداء التلاميذ في مادة اللغة العربية من وجهة نظر أساتذتها في المرحلة المتوسط بالجزائر

Abstract EN

This study aims at determining the degree of imagination importance on improving student performances in Arabic language from the point of view of intermediate stage teachers in Algeria, as well as determining the differences of the degree of this importance regarding each types of performances (linguistics, cognitive, interactive, and emotional) and regarding the whole performances altogether, this study investigates whether there were differences in the degree of importance due to teachers gender and to the years of experiences (15 years to 24 years / 25 years and over).

the study sample consisted of (103) male and female teachers whose underwent at a training session in the context of promotion to the rank of intermediate education professor.

the results of a questionnaire built for the purposes of this study and underwent the terms of validity and reliability have shown that the degree of importance of imagination from the viewpoint of the teacher were medium in general, while the degree of this importance was great in cognitive performance, medium in the linguistic, and weak on both interactive and emotional performances.

results of multi-bilateral anova also showed no statistically significant differences at (α = 0.05) between the degree of importance of imagination on every performances type refer to variables of gender and experiences teachers, as the results of two-way analysis of variance showed also no statistically significant differences in the degree of imagination importance on the whole performances due to the former variables.

the researchers recommend the need to invest imaginative teaching strategies and draw the attention to its importance to develop an understanding and interaction with Arabic literary texts.